Online learning has become a major force in higher education, creating a need to understand the relationship between instructional support factors and learner satisfaction. This study focused on students who had enrolled in online courses. The setting for this study was a Midwestern community college that offered online courses for college credit. The purpose of this study was to examine the relationship between instructional support factors and learner satisfaction in online courses. In order to investigate the primary question, eight corollary questions were examined. Data were collected using an online survey site. Participants (N = 96) completed the Online Student Readiness and Satisfaction (OSRS) instrument, a modified version of the Distance Education Learning Environments Survey (DELES). A pilot test was conducted for further validation and reliability. Findings, uncovered through correlation, and regression analyses, revealed that there were significant, positive correlations between instructional support factors and learner satisfaction in online courses. The study also revealed that instructor support was the strongest predictor of online learner satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]